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Publication
As perceções dos professores de educação especial do Distrito de Castelo Branco em relação à inclusão de alunos com NEE
| Name: | Description: | Size: | Format: | |
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| 1.31 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Neste estudo pretendemos abordar a construção histórica da educação especial, o conceito de inclusão, a escola inclusiva, o currículo, as medidas educativas e as perceções dos professores.
A heterogeneidade dos alunos exige da escola uma diversidade de respostas e atitudes por parte dos professores, de modo a dar respostas educativas com qualidade.
Participaram no nosso estudo 113 professores de educação especial dos 23 Agrupamentos do Distrito de Castelo Branco.
Utilizamos, como instrumento de recolha de dados, o inquérito por questionário. Trata-se de um método quantitativo, de domínio descritivo.
O trabalho de campo foi realizado no final de 2010 e princípios de 2011 nos 23 Agrupamentos do Distrito de Castelo Branco.
Pretendemos com este trabalho, comprovar a fidedignidade dos dados das perceções dos professores através do Alfa de Cronbach e os resultados foram significativos.
Abstract: In this study we intended to address the historical construction of special education, the concept of inclusion, inclusive education, curriculum, educational measures and perceptions of teachers. The heterogeneity of the school's students requires a diversity of responses and attitudes by teachers in order to grant an education with quality. Participated in our study 113 special education teachers of the 23 groupings of the District of Castelo Branco. We used as an instrument of data collection, the questionnaire survey. This is a quantitative, descriptive domain. Fieldwork was conducted in late 2010 and early 2011 in the 23 groupings of Castelo Branco’s district. We intend, with this work, to substantiate the reliability of data from the perceptions of teachers through Cronbach's alpha and the results were significant.
Abstract: In this study we intended to address the historical construction of special education, the concept of inclusion, inclusive education, curriculum, educational measures and perceptions of teachers. The heterogeneity of the school's students requires a diversity of responses and attitudes by teachers in order to grant an education with quality. Participated in our study 113 special education teachers of the 23 groupings of the District of Castelo Branco. We used as an instrument of data collection, the questionnaire survey. This is a quantitative, descriptive domain. Fieldwork was conducted in late 2010 and early 2011 in the 23 groupings of Castelo Branco’s district. We intend, with this work, to substantiate the reliability of data from the perceptions of teachers through Cronbach's alpha and the results were significant.
Description
Dissertação apresentada a Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Especial.
Keywords
Inclusão Alunos com necessidades especiais Professores de educação especial Inclusion Students with special needs Special education teachers